Teaching EFL/ESL Reading: A Task Based Approach

About this course: This course explores ways of teaching reading skills in English as Second and Foreign Language (ESL/EFL) using a task-based approach. You will be introduced to the concept of task and the key principles of task-based language teaching (TBLT) and learning. TBLT uses communicative tasks as the key unit for creating language learning activities. You will also examine the role of reading in real-life and in second and foreign language teaching and current thinking about the interface between TBLT and second language reading. You will explore how TBLT and teaching second language reading can be successfully integrated in practice through analysing task-based reading materials. The course culminates in creating task-based materials for teaching reading in your own language teaching contexts. After completing the course, you will be able to: 1. Explain the main components and tenets of a task-based approach to teaching language; 2. Explain the main issues involved in teaching reading; 3. Illustrate connections between TBLT approaches and the teaching of reading; 4. Integrate tasks into your own teaching; 5. Identify reading texts that are suitable for the construction of tasks; and 6. Construct reading tasks and sequences for use in your own classroom.

Who is this class for: This course is primarily for teachers of English as a Foreign, Second or Additional Language who are interested in the teaching of reading and in Task-Based Learning and Teaching. Teachers of other languages are also more than welcome to join.

Created by:  University of London, UCL Institute of Education

• Taught by:  Dr Amos Paran, Reader in Second Language Education

  UCL Institute of Education

• Taught by:  Dr Andrea Révész, Senior Lecturer in Applied Linguistics

  UCL Institute of Education

• Taught by:  Dr Myrrh Domingo, Lecturer in Contemporary Literacies

  UCL Institute of Education

Level Intermediate Commitment 6 weeks of study, 4-6 hours/week Language English How To Pass Pass all graded assignments to complete the course. User Ratings 4.6 stars Average User Rating 4.6See what learners said Travail en cours

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Syllabus


WEEK 1


Introduction to the Course
Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.


1 video, 2 readings expand

1. Video: Course Overview
2. Lecture: Learning Outcomes
3. Lecture: Grading and Assessment

What is Task-based Language Teaching (TBLT)?



Welcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching. First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching.


9 videos, 7 readings expand

1. Video: Task-based Language Teaching: Introduction to Module 1
2. Lecture: What makes a second language learning activity a pedagogic task?
3. Video: What is a Task?
4. Lecture: Do these three activities constitute tasks?
5. Video: Feedback
6. Lecture: What task types do you use in your teaching?
7. Video: Types of Tasks
8. Demande de discussion: What role do tasks play in your teaching?
9. Video: The Role of the Task in the Syllabus
10. Lecture: Are the following extracts, task-based or task-supported syllabuses?
11. Video: Feedback
12. Demande de discussion: What theoretical and practical rationales underlie TBLT?
13. Video: The Rationale for Using Tasks in Language Teaching
14. Demande de discussion: How do you typically structure a task-based sequence?
15. Video: The Task-based Lesson
16. Lecture: Can you identify the stages in this task sequence?
17. Video: Interview with Nick Andon
18. Lecture: References
19. Lecture: Additional Reading

Graded: Producing an Information Sheet on Tasks in Second Language Teaching

WEEK 2


What is Reading and What Does It Involve?



Welcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency.


7 videos, 10 readings expand

1. Video: Introduction to Module 2: Overview of Reading Issues
2. Lecture: What We Read
3. Lecture: What is Reading?
4. Video: Reading as a Cognitive Activity
5. Lecture: Optional Reading on the Simple View of Reading
6. Lecture: How Does Reading Link to Communicative Language Teaching?
7. Video: Reading as a Communicative Activity: Reading In and Out of the Classroom
8. Demande de discussion: Discussing Reading as a Communicative Act
9. Lecture: Optional reading: Bringing the Outside World into the Classroom
10. Lecture: Reflecting on Reading Strategies
11. Video: Reading as a Strategic Activity
12. Demande de discussion: Discussing the Teaching of Reading Strategies
13. Video: Reading and Background Knowledge
14. Lecture: Optional Reading about Schema Theory
15. Lecture: Reading and Background Knowledge Task
16. Video: Feedback on Background Knowledge
17. Demande de discussion: Background Knowledge and Your Own Learners
18. Video: Developing Automaticity in Reading Fluency
19. Lecture: References
20. Lecture: Additional reading

Graded: Writing an Action Plan for Improving the Teaching of Reading

WEEK 3


Teaching Reading in the Second Language Classroom



Welcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms.


8 videos, 9 readings expand

1. Video: Introduction to module
2. Lecture: Thinking about reading and the classroom
3. Video: Principles for a Communicative, Task-based Approach to Teaching Reading
4. Demande de discussion: Your reactions to the lecture
5. Lecture: Classroom implications of the principles for teaching reading
6. Video: Classroom Implications Principles for Teaching Reading
7. Demande de discussion: Discuss the results of the two polls as they emerge.
8. Lecture: Optional Reading: Reading and communicative language teaching
9. Lecture: The Three Phase Reading Lesson
10. Video: The Three Phase Lesson
11. Video: The Three Phase Lesson In Practice
12. Lecture: What are the similarities? What are the differences?
13. Video: Tasks and the Three Phase Reading Lesson
14. Lecture: Current practices in teaching EAP reading
15. Lecture: Analysing a Published Teaching Unit
16. Video: An Alternative Approach to Teaching Reading
17. Video: Interview with Professor Cathie Wallace
18. Lecture: References
19. Lecture: Additional reading

Graded: Constructing a Jigsaw Reading Task

WEEK 4


Focus on Language in the Reading Lesson



Welcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching.


8 videos, 8 readings expand

1. Video: Introduction to module 4
2. Demande de discussion: What are some ways to integrate language-focused activities into task-based reading lessons?
3. Video: Focus on Language in the Reading Lesson
4. Demande de discussion: Do you pre-teach vocabulary before setting students a reading task?
5. Video: Pre-teach or Not to Pre-teach Vocabulary
6. Lecture: Are the following vocabulary pre-teaching activities examples of rich instruction?
7. Video: Feedback
8. Lecture: What type of information can be included in glosses? What rationale underlies glossing?
9. Video: Glossing
10. Lecture: Sharing a glossed text
11. Lecture: To what extent can textual input enhancement draw learners' attention to language while reading?
12. Video: Textual Input Enhancement
13. Lecture: Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?
14. Lecture: Feedback: Insights emerging from the studies
15. Demande de discussion: Do you tend to plan for post-reading language-focused activities?
16. Video: Language Focus in the Post-task Phase
17. Video: Interview with Dr. Parvaneh Tavakoli
18. Lecture: References
19. Lecture: Additional reading

Graded: Designing a Pre-reading or Post-reading Language-focused Activity

WEEK 5


Extensive Reading



Welcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners.


7 videos, 10 readings expand

1. Video: Extensive Reading: Introduction to module
2. Lecture: The Characteristics of Extensive Reading Programmes
3. Video: Defining Extensive Reading
4. Lecture: Ten Principles of Extensive Reading
5. Demande de discussion: Discussing the Importance of the Principles
6. Lecture: What do you already know about the benefits of Extensive Reading?
7. Video: The Benefits of Extensive Reading
8. Demande de discussion: Discussing the Benefits of Extensive Reading
9. Lecture: Why is reading easy texts important?
10. Video: Read Easy, Read a Lot
11. Lecture: Optional Reading: Beglar and Hunt (2014)
12. Lecture: How can we connect Extensive Reading with the use of tasks?
13. Video: Extensive Reading and Tasks
14. Demande de discussion: What would you like to try?
15. Lecture: Choosing a Cover for a Book
16. Lecture: What can prevent teachers from implementing an Extensive Reading programme?
17. Video: Overcoming Obstacles to Extensive Reading
18. Demande de discussion: Discussing Ways of Overcoming Possible Obstacles
19. Video: Reading Circles: Interview with Sam Duncan
20. Lecture: References
21. Lecture: Additional Reading

Graded: Preparing a Presentation about Extensive Reading

WEEK 6


Designing Reading Tasks



Welcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks.


6 videos, 5 readings expand

1. Video: Introduction to module 6
2. Lecture: Where would you find suitable texts to use for constructing reading activities?
3. Video: Finding Suitable Texts
4. Lecture: Optional Reading
5. Demande de discussion: Sources for Texts
6. Video: Designing Suitable Tasks for Texts
7. Lecture: Are there any ways in which you can create activities that are more task-like than the ones in the current version of the units?
8. Video: Adapting Reading Tasks
9. Demande de discussion: Other ideas for adapting the activities and exercises from these units to a task-based approach.
10. Video: Interview with Caroline Herring
11. Video: Interview with Professor Pauline Foster
12. Lecture: References
13. Lecture: Additional Reading

Graded: Constructing a Task-Based Reading Activity